The effects of autonomous difficulty selection on engagement,motivation, and learning in a motion-controlled video game task

This experiment investigated the relationship between motivation, engagement, and learning in a video game task. Previous studies have shown increased autonomy during practice leads to superior retention of motor skills, but it is not clear why this benefit occurs. Some studies suggest this benefit arises from increased motivation during practice; others suggest the benefit arises from better information processing. Sixty novice participants were randomly assigned to a self-controlled group, who chose the progression of difficulty during practice, or to a yoked group, who experienced the same difficulty progression but did not have choice. At the end of practice, participants completed surveys measuring intrinsic motivation and engagement. One week later, participants returned for a series of retention tests at three different difficulty levels. RM-ANCOVA (controlling for pre-test) showed that the self-controlled group had improved retention compared to the yoked group, on average, β = 46.78, 95% CI = [2.68, 90.87], p = 0.04, but this difference was only statistically significant on the moderate difficulty post-test (p = 0.004). The self-controlled group also showed greater intrinsic motivation during practice, t(58) = 2.61, p = 0.01. However, there was no evidence that individual differences in engagement (p = 0.20) or motivation (p = 0.87) were associated with learning, which was the relationship this experiment was powered to detect. These data are inconsistent with strictly motivational accounts of how autonomy benefits learning, instead suggesting the benefits of autonomy may be mediated through other mechanisms. For instance, within the information processing framework, the learning benefits may emerge from learners appropriately adjusting difficulty to maintain an appropriate level of challenge (i.e., maintaining the relationship between task demands and cognitive resources).     

Enhanced retention of drop vertical jump landing technique: A randomized controlled trial

External focus instructions have been shown to result in superior motor performance compared to internal focus instructions. Using an EF may help to optimize current anterior cruciate ligament (ACL) injury prevention programs. The purpose of the current study was to investigate the effects of instructions on landing technique and performance by comparing an external focus (EF), internal focus (IF), video (VI) and control (CTRL) group. Subjects (age 22.50 ± 1.62 years, height 179.70 ± 10.43 cm, mass 73.98 ± 12.68 kg) were randomly assigned to IF (n = 10), EF (n = 10), VI (n = 10) or CTRL group (n = 10). Landing was assessed from a drop vertical jump (DVJ) in five sessions: pretest, two training blocks (TR1 and TR2) and directly after the training sessions (post test) and retention test 1 week later. Group specific instructions were offered in TR1 and TR2. Landing technique was assessed with the Landing Error Scoring System (LESS) and jump height was taken as performance measure. The results show that males in the VI group and females both in the VI and EF groups significantly improved jump-landing technique. Retention was achieved and jump height was maintained for males in the VI group and females both in the VI and EF groups. It is therefore concluded that EF and VI instructions have great potential in ACL injury prevention.     

Differences in children’s thinking and learning during attentional focus instruction

Considerable evidence supports the motor learning advantage associated with an external focus of attention; however, very few studies have investigated attentional focus effects with children despite individual functional constraints that have the potential to impact use of instructional content. Thus, the purpose of this study was to determine the effect of attentional focus instruction on motor learning in children. Participants (n = 42) aged 9–11 years were randomly assigned to one of three gender-stratified groups: (1) control, (2) internal focus, or (3) external focus. Following initial instructions and task demonstration, participants performed 100 modified free throws over two days while receiving additional cues respective to their attentional focus condition and returned approximately 48 h later to perform 20 additional free throws. Results revealed no significant learning differences between groups. However, responses to retrospective verbal reports suggest that the use of external focus content during practice may have contributed to some participants’ superior performance in retention. Future research should continue to examine attentional focus effects across a variety of ages and incorporate retrospective verbal reports in order to examine children’s thoughts during attentional focus instruction.     

Effect of stride length on overarm throwing delivery: Part II: An angular momentum response

This is the second component of a two-part series investigating 3D momentum profiles specific to overhand throwing, where altering stride reportedly influences throwing mechanics resulting in significantly different physiologic outcomes and linear momentum profiles. Using a randomized cross-over design, nineteen pitchers (15 collegiate and 4 high school) were assigned to pitch two simulated 80-pitch games at ±25% of their desired stride length. An 8-camera motion capture system (240 Hz) integrated with two force plates (960 Hz) and radar gun tracked each overhand throw. Segmental angular momentums were summed yielding throwing arm and total body momentums, from which compensation ratio’s (relative contribution between the two) were derived. Pairwise comparisons at hallmark events and phases identified significantly different angular momentum profiles, in particular total body, throwing arm, and momentum compensation ratios (P ⩽ 0.05) as a result of manipulating stride length. Sagittal, frontal, and transverse angular momentums were affected by stride length changes. Transverse magnitudes showed greatest effects for total body, throwing arm, and momentum compensation ratios. Since the trunk is the main contributor to linear and angular momentum, longer strides appear to better regulate transverse trunk momentum in double support, whereas shorter strides show increased momentum prior to throwing arm acceleration.     

Effect of stride length on overarm throwing delivery: A linear momentum response

Changing stride length during overhand throwing delivery is thought to alter total body and throwing arm linear momentums, thereby altering the proportion of throwing arm momentum relative to the total body. Using a randomized cross-over design, nineteen pitchers (15 collegiate and 4 high school) were assigned to pitch two simulated 80-pitch games at ±25% of their desired stride length. An 8-camera motion capture system (240 Hz) integrated with two force plates (960 Hz) and radar gun tracked each throw. Segmental linear momentums in each plane of motion were summed yielding throwing arm and total body momentums, from which compensation ratio’s (relative contribution between the two) were derived. Pairwise comparisons at hallmark events and phases identified significantly different linear momentum profiles, in particular, anteriorly directed total body, throwing arm, and momentum compensation ratios (P ⩽ .05) as a result of manipulating stride length. Pitchers with shorter strides generated lower forward (anterior) momentum before stride foot contact, whereas greater upward and lateral momentum (toward third base) were evident during the acceleration phase. The evidence suggests insufficient total body momentum in the intended throwing direction may potentially influence performance (velocity and accuracy) and perhaps precipitate throwing arm injuries.     

Children's motor imagery modality dominance modulates the role of attentional focus in motor skill learning

We investigated whether children's motor imagery dominance modulated the relationship between attentional focus and motor learning of a tossing task. One hundred and thirty-eight boys (age: M = 10.13, SD = 0.65) completed the Movement Imagery Questionnaire – Children (MIQ-C) to determine imagery modality dominance (kinesthetic, internal-visual, external-visual) and were randomly assigned to either an internal (n = 71) or external (n = 67) attentional focus group. Participants completed 60 trials of a tossing task with their non-dominant hand on day 1. Participants in the internal focus group were asked “to focus on the throwing arm”, whereas participants in the external focus group were instructed “to focus on the ball.” A retention test was conducted 24 h later to assess motor learning. Overall, the results from a nested, multiple linear regression analysis indicated the degree to which internal or external focus influences children's throwing accuracy is dependent upon their motor imagery modality dominance. Specifically, higher levels of external-visual imagery dominance resulted in greater motor learning for children adopting an external focus. In contrast, higher values of kinesthetic imagery dominance resulted in reduced motor learning for children who adopted an external focus. Despite the need for future research, we recommend motor imagery modality dominance assessments be considered when investigating the influence of attentional focus on motor learning, particularly when the target population is children.     

Children’s age modulates the effect of part and whole practice in motor learning

Motor skills can be learned by practicing the whole or part of a movement. In whole practice (WP), a skill is acquired by practicing the movement in its entirety, whereas in part practice (PP), a task is learned by practicing its components before combining them. However, the effectiveness of WP and PP in children is unclear. We, therefore, examined the effects of WP and PP on the learning of juggling among first-, third-, and fifth-graders. Children of each grade were pseudo-randomly assigned to the WP or PP group to learn cascade juggling in 6 days. After baseline assessments, the WP learners practiced three-beanbag juggling. The PP learners practiced one-beanbag juggling on the first 2 days, two-beanbag juggling on the following 2 days, and three-beanbag juggling on the last 2 days. Practice consisted of 40 trials each day. Skill retention and transfer trials (juggling in the opposite direction) were measured 24 h after training (number of catches). There was no significant difference between WP and PP in skill retention (WP: 1.28 ± 0.73; PP: 1.42 ± 046, p = .40) and transfer (WP: 1.31 ± 0.78; PP: 1.37 ± 0.55, p = .49). However, a time × grade × group interaction (p < .001) was observed in retention. Children of different grades received differential benefits from the WP and PP regimens. The fifth-graders learned better using WP, whereas the first- and third-graders showed better learning with PP. We discuss the three possible explanations for the results (neural maturity, explicit learning, and coordination capabilities).     

Influence of practice schedules and attention on skill development and retention

Focus of attention during dual-tasks and practice schedules are important components of motor skill performance and learning; often studied in isolation. The current study required participants to complete a simple key-pressing task under a blocked or random practice schedule. To manipulate attention, participants reported their finger position (i.e., skill-focused attention) or the pitch of an auditory tone (i.e., extraneous attention) while performing two variations of a dual-task key-pressing task. Analyses were conducted at baseline, 10 min and 24 h after acquisition. The results revealed that participants in a blocked schedule, extraneous focus condition had significantly faster movement times during retention compared to a blocked schedule, skill focus condition. Furthermore, greatest improvements from baseline to immediate and delayed retention were evident for an extraneous attention compared to the skill-focused attention, regardless of practice schedule. A discussion of the unique benefits an extraneous focus of attention may have on the learning process during dual-task conditions is presented.     

Motivational characteristics of obese adolescents toward physical activity: Contribution of self-determination theory

IntroductionRegular physical activity (PA) practice represents a key component of obesity treatment.ObjectiveBased on self-determination theory (SDT), this cross-sectional study aimed to explore the motivational characteristics associated with PA practice among obese adolescents.MethodOne hundred and five overweight or obese adolescents (mean age = 15 years old, SD = 2.69) were questioned about their level of PA, motivational regulations toward PA and level of satisfaction of basic psychological needs.ResultsData revealed that satisfaction of autonomy and relatedness needs is positively associated with autonomous forms of motivation (e.g., for integrated regulation β = .44; and 0.35, respectively, p < .01). Otherwise, non-satisfaction of the needs of autonomy and competence is associated with the most controlled forms of motivation (e.g., for external regulation β = −.27, p < .01; and −.18, p < .05, respectively). In turn, a high level of identified regulation, a low level of external regulation and a high level of satisfaction of the need for competence are associated with weekly PA (β = .28; −.19 and .24, respectively, p < .05).ConclusionSDT appears as an interesting theoretical framework to explore motivational antecedents of PA among obese adolescents.     

Role of the primary somatosensory cortex in motor learning: An rTMS study

Somatosensation is thought to play an important role in skilled motor learning. The present study investigated how healthy adults learn a continuous implicit motor task when somatosensation is altered by 1 Hz repetitive transcranial magnetic stimulation (rTMS) delivered over the primary somatosensory cortex (S1). Twenty-seven right-handed participants enrolled in a two-part experiment. In Experiment 1, we verified that 20 min of 1 Hz rTMS over S1 disrupted cutaneous somatosensation (indexed by two-point discrimination) in the wrist/hand; the impact of 1 Hz rTMS on wrist proprioception (tested by limb-position matching) was variable. Sham rTMS had no effect on either measure. We exploited these effects in Experiment 2 by pairing either 1 Hz or sham rTMS with practice of a continuous tracking task over two separate sessions on different days. Implicit motor learning was indexed on a third, separate retention test day when no rTMS was delivered. Across practice in Experiment 2, both the 1 Hz and sham rTMS groups showed improved tracking performance; however, 1 Hz rTMS was associated with less accurate tracking and smaller improvements in performance. Importantly, at the no rTMS retention test the effects of altering sensation with stimulation over S1 were still evident in the persistently less accurate tracking behavior of the 1 Hz rTMS group. The current study shows that disruption of somatosensation during task practice impairs the magnitude of change associated with motor learning, perhaps through the development of an inaccurate internal model.     

Multi-body dynamic coupling mechanism for generating throwing arm velocity during baseball pitching

The purpose of this study was to identify the detailed mechanism how the maximum throwing arm endpoint velocity is determined by the muscular torques and non-muscular interactive torques from the perspective of the dynamic coupling among the trunk, thorax and throwing and non-throwing arm segments. The pitching movements of ten male collegiate baseball pitchers were measured by a three-dimensional motion capture system. Using the induced-segmental velocity analysis (IVA) developed in this study, the maximum fingertip velocity of the throwing arm (MFV) was decomposed into each contribution of the muscular torques, passive motion-dependent torques due to gyroscopic moment, Coriolis force and centrifugal force, and other interactive torque components. The results showed that MFV (31.6 ± 1.7 m/s) was mainly attributed to two different mechanisms. The first is the passive motion-dependent effect on increasing the angular velocities of three joints (thorax rotation, elbow extension and wrist flexion). The second is the muscular torque effect of the shoulder internal rotation (IR) torque on generating IR angular velocity. In particular, the centrifugal force-induced elbow extension motion, which was the greatest contributor among individual joint contributions, was caused primarily by the angular velocity-dependent forces associated with the humerus, thorax, and trunk rotations. Our study also found that a compensatory mechanism was achieved by the negative and positive contributions of the muscular torque components. The current IVA is helpful to understand how the rapid throwing arm movement is determined by the dynamic coupling mechanism.     

An inferential investigation into how stride length influences temporal parameters within the baseball pitching delivery

Motion analyses of lower body mechanics offer new schemas to address injury prevention strategies among baseball pitchers, where the influence of stride length remains unknown. This study examined the temporal effect of stride length at constituent pitching events and phases. Nineteen competitive pitchers (15 collegiate, 4 high school) were randomly assigned to pitch two simulated, 80-pitch games at ±25% of their desired stride length. An integrated, three-dimensional motion capture system recorded each pitch. Paired t-tests were used to determine whether differences between stride conditions at respective events and within phases were significantly different. The results demonstrate the shorter strides mediated earlier onset of stride foot contact, reduced time in single support whereas double support intervals increased (p < .001). The opposite was observed with the longer strides. However, the acceleration phase, which comprises the highest throwing arm kinematics and kinetics, remained unchanged. The interaction between stride length, stride foot contact onsets, and time in single support is inferentially evidenced. The equivalent acceleration phases suggest stride length alone influenced time in single and double support by altering the onset of stride foot contact, which perhaps affects the mechanics in preparing the throwing arm for maximal external shoulder rotation.     

A test of optimal theory on young adolescents' standing long jump performance and motivation

The OPTIMAL theory of motor learning contends that an external focus of attention (EF), enhanced expectancies (EE), and autonomy support (AS) are key attentional and motivational variables that optimise motor performance. We examined how integrating an EF into EE and AS interventions would impact young adolescents' standing long jump performance and self-efficacy, perceived competence, task effort, task importance and positive affect. Forty-eight participants completed 3 jumps in a baseline, EF (focus on jumping towards the cone), EE-EF (positive social-comparative feedback/high success probability) and AS-EF (self-definition of success) conditions. Both the EF and AS-EF conditions (but not the EE-EF condition) improved jump performance from baseline. The EF, EE-EF and AS-EF conditions improved young adolescents' self-efficacy, perceived competence, task effort and positive affect in comparison to baseline and were predictors of jump performance (as was task importance). However, in the EE-EF condition motivational states improved (from baseline) but this did not translate into performance improvements. The findings show that directing attention to visual external cues both independently and when framed within AS conditions enhanced young adolescents' jump performance and motivation through efficient goal-action coupling. In practice, PE teachers and sports coaches working with young adolescents can support autonomy by allowing self-definition of success using an external cue to enhance effective goal-action coupling, motor performance and motivation.     

Le fonctionnement cognitif d’enfants atypiques à travers leur QI

The aim of this study is to find out whether atypical children – high potential children (IQ > 130, n = 10) versus intellectually delayed children (IQ < 75, n = 10) – present not only quantitative but also qualitative differences in regard to their IQ. Children are sampled according to school performance and paired with a control group (age, gender and socioprofessional context), therefore a total sample of 40 children. After analyzing individual and average profiles in the WISC-IV and two other cognitive tasks – a computerized version of Kohs’ Block Task (Samuel) and a cognitive version of Wechsler's Similarities – we suggest that the bases of intelligence are not the same depending on the IQ-level. Gifted children are not more heterogeneous as the control group, but their crystallised intelligence seems particularly well-developed due to a snowball effect of Gc. Moreover, they show better real-time learning abilities in Samuel. Profiles of intellectually delayed children are more homogeneous and imply a general deficiency, particularly in processing resources and the capacity for abstraction.     

Motivational effects of enhancing expectancies and autonomy for motor learning: An examination of the OPTIMAL theory

The OPTIMAL theory proposes that enhancing expectancies and autonomy facilitate motor performance and learning (Wulf & Lewthwaite). Present study with two experiments aimed to examine this proposition by using a modified dart throwing as motor task. In both experiments, motor learning (i.e., retention test) was enhanced by practice conditions, which enhance expectancies for future performance and support learners’ autonomy. Moreover, they led to significantly superior self-efficacy scores during all acquisition phase, retention, and transfer tests. Findings of the present study provided support for propositions of the OPTIMAL theory. Results are discussed in terms of motivational aspects of enhancing expectancies and autonomy and their role on facilitating motor learning.     

Disintegration: A reconceptualization of psychosis proneness as a personality trait separate from the Big Five

A nine-facet hierarchical taxonomy of “Disintegration”, a trait-like disposition that causes variations in psychotic-like behavior, is proposed, along with the scales to assess it. Strong correlations were demonstrated in students (n = 466) between lower-level dimensions, independent of the assessment method. Disintegration lay beyond the Five-Factor Model (FFM) space. This finding was replicated across informant types (self, mother, and father), samples (students and a national representative sample, n = 1001), and units of analyses (facets and items). The most frequent approach to preserve the FFM taxonomy of both normal and non-normal personality variants – mapping psychotic-like phenomena onto the Openness domain – found little support in our data. Disintegration was normally distributed in the general population.     

Gradual training reduces practice difficulty while preserving motor learning of a novel locomotor task

Motor learning strategies that increase practice difficulty and the size of movement errors are thought to facilitate motor learning. In contrast to this, gradual training minimizes movement errors and reduces practice difficulty by incrementally introducing task requirements, yet remains as effective as sudden training and its large movement errors for learning novel reaching tasks. While attractive as a locomotor rehabilitation strategy, it remains unknown whether the efficacy of gradual training extends to learning locomotor tasks and their unique requirements. The influence of gradual vs. sudden training on learning a locomotor task, asymmetric split belt treadmill walking, was examined by assessing whole body sagittal plane kinematics during 24 hour retention and transfer performance following either gradual or sudden training. Despite less difficult and less specific practice for the gradual cohort on day 1, gradual training resulted in equivalent motor learning of the novel locomotor task as sudden training when assessed by retention and transfer a day later. This suggests that large movement errors and increased practice difficulty may not be necessary for learning novel locomotor tasks. Further, gradual training may present a viable locomotor rehabilitation strategy avoiding large movement errors that could limit or impair improvements in locomotor performance.     

The role of transport in supporting the autonomy of young adults

This study explored the relationship between transport independence and autonomy among young people. A sample of 543 participants aged between 17 and 25 years (M = 21.5, SD = 2.4) completed an online survey asking about well-being, psychological autonomy, transport independence and transport disadvantage. It was predicted that transport independence would be positively related to psychological autonomy and enhanced well-being, whereas transport disadvantage would be inversely related. The data were analysed using Structural Equation Modelling. Consistent with the study hypothesis, it was found that transport independence through car ownership and low levels of transport disadvantage were associated with high levels of psychological autonomy which was strongly correlated with well-being. This suggested that having the freedom and means to get around and visit friends, go to work or school and to participate in leisure activities may provide young people with a sense of autonomy and that this may lead to enhanced well-being.     

The role of working memory and visual processing in prototype category learning

To investigate whether working memory and visual processing have the same role or different roles in A/B and A/not A prototype category learning, the present study adopted an A/B or A/not A category learning task in control and dual conditions. The results of Experiment 1 showed that an additional dual visual working memory task rather than a dual verbal working memory task reduced accuracy of the A/B task, whereas no dual tasks influenced accuracy of the A/not A task. The results of Experiment 2 revealed that an additional dual visual processing task impaired accuracy of the A/B task, whereas the dual visual processing task did not influence accuracy of the A/not A task. These results indicate that visual working memory and visual processing play different roles in A/B and A/not A prototype category learning, and support that these two types of prototype category learning are mediated by different memory systems.     

Using Mindfulness- and Acceptance-Based Treatments With Clients From Nondominant Cultural and/or Marginalized Backgrounds: Clinical Considerations,Meta-Analysis Findings,and Introduction to the Special Series: Clinical Considerations in using Acceptance- and Mindfulness-based Treatments With Diverse Populations

A growing body of research suggests that mindfulness- and acceptance-based principles can increase efforts aimed at reducing human suffering and increasing quality of life. A critical step in the development and evaluation of these new approaches to treatment is to determine the acceptability and efficacy of these treatments for clients from nondominant cultural and/or marginalized backgrounds. This special series brings together the wisdom of clinicians and researchers who are currently engaged in clinical practice and treatment research with populations who are historically underrepresented in the treatment literature. As an introduction to the series, this paper presents a theoretical background and research context for the papers in the series, highlights the elements of mindfulness- and acceptance-based treatments that may be congruent with culturally responsive treatment, and briefly outlines the general principles of cultural competence and responsive treatment. Additionally, the results of a meta-analysis of mindfulness- and acceptance-based treatments with clients from nondominant cultural and/or marginalized backgrounds are presented. Our search yielded 32 studies totaling 2,198 clients. Results suggest small (Hedges' g = .38, 95% CI = .11 – .64) to large (Hedges' g = 1.32, 95% CI = .61 – 2.02) effect sizes for mindfulness- and acceptance-based treatments, which varied by study design.